Collaborative writing II

Collaborative writing II

Outline of the book: Nunan, D. (2004). Task-based language teaching. New York, NY: Cambridge University Press.

Purpose: To present an overview of what task-based language teaching (TBLT) involves, from its theoretical background to its components and methodology.

Thesis statement: Language teaching practice can be improved by following the task-based approach, which consists in engaging the learner in communicative, meaningful tasks while focusing on form as well, as opposed to other approaches or methods which make emphasis on drills and grammar-based exercises.

Audience: Practising and trainee teachers in ELT, teacher educators, applied linguists, materials writers.


1. Introduction
2. Task-based language teaching
   2.1. Definition of task
   2.2. Definition of curriculum
   2.3. Views about Communicative Language Teaching
   2.4. Alternative approaches to syllabus design
   2.5. Experiential learning
   2.6. Policy and practice
   2.7. The role of the learner
   2.8. Conclusion
   2.9. References

3. A framework for task-based language teaching

   3.1. Introduction and overview

   3.2. Framework of task-based language teaching
   3.3. Development of units of work
   3.4. The seven principles for TBLT
   3.5. Conclusion

4. Components of task

   4.1. Introduction and overview

   4.2. Component 1: task goals
   4.3. Component 2: Input data
   4.4. Component 3: Learner procedures
   4.5. Types of tasks
   4.6. Component 4: Teacher and learner roles
   4.7. Component 5: Settings
   4.8. Conclusion

5. An empirical basis for task-based language teaching
   5.1. Introduction and overview

   5.2. Outline of the hypotheses of language acquisition by Stephen Krashen.
   5.3. The importance of interaction, output and negotiation of meaning
   5.4. Task difficulty
   5.5. Conclusion

6. Focus on form in TBLT
   6.1. Introduction and overview

   6.2. Theoretical and empirical issues
   6.3. Focused versus unfocused tasks
   6.4. Consciousness-raising tasks
   6.5. Procedural language used by the learner
   6.6. The place of a focus on form in an instructional sequence
   6.7. Focus on form in the communicative classroom
   6.8. Conclusion

7. Grading, sequencing and integrating tasks
   7.1. Introduction and overview

   7.2. List of factors for input grading
   7.3. List of factors learners bring to input material
   7.4. List of procedural factors to deal with input material
   7.5. Steps for sequencing tasks
   7.6. Information-gap tasks
   7.7. Topic-based instruction
   7.8. Content-based instruction
   7.9. Project-based instruction
   7.10. Conclusion
   7.11. References

8. Assessing task-based language teaching
   8.1. Introduction and overview 

   8.2. Key concepts in assessment
      8.2.1. Difference between evaluation and assessment
      8.2.2. Indirect versus direct assessment
      8.2.3. System-referenced versus performance-referenced tasks
      8.2.4. Assessment of proficiency versus achievement
      8.2.5. Teaching versus testing
      8.2.6. Norm-referenced versus criterion-referenced assessment
   8.3. The purposes of assessment
   8.4. Self-assessment
   8.5. Techniques for collecting assessment data
      8.5.1. Performance scales
      8.5.2. Production tasks: role-plays, discussion tasks and simulations
      8.5.3. Observation schedules
      8.5.4. Journals, diaries and learning logs
      8.5.5. Portfolios
   8.6. Criteria for assessing learner performance
      8.6.1. Accuracy, fluency and complexity
      8.6.2. Objectives-based criteria
   8.7. Conclusion
   8.8. References

9. Tasks and teacher development
   9.1. Introduction and overview

   9.2. The self-directed teacher
   9.3. Description of an in-service workshop on task design
   9.4. Task evaluation
   9.5. Task creation
   9.6. Conclusion
   9.7. Postscript
   9.8. References

10. Appendix A: Approaches and methods - an overview

11. Appendix B: A unit of work based on the six-step procedure presented in Chapter 2

12. Appendix C: A unit of work based on the task/exercise typology in Chapter 5

13. Appendix D: Graded activities for the four macroskills
   13.1. Listening 

   13.2. Speaking and oral interaction
   13.3. Reading
   13.4. Writing

14. Appendix E: Common reference levels: self-assessment grid

15. Glossary

16. Author index

17. Subject index

References: Nunan, D. (2004). Task-based language teaching. New York, NY: Cambridge University Press.

Annotated bibliography

Nunan, D. (2004). Task-based language teaching. New York, NY: Cambridge University Press.

Explains the principles of task-based language teaching (TBLT) and defines the notion of 'task' and its key elements, whilst reviewing the roles of the teacher and learner as well as the settings for the aforementioned approach. Provides a renewed framework for TBLT application with updated theoretical and empirical basis. Outlines procedures for the creation of an integrated syllabus within this approach. Discusses the much disputed place of focus on form within TBLT. Provides a summary of the extensive research that has been lately carried out on the subject, particularly in the area of task difficulty, and opens the discussion for further study on task grading. Explores the key concepts and controversies in assessment in relation to TBLT. Puts forward suggestions for introducing tasks in teacher development workshops.